► Throughout the construction of the United States, agriculture and education have been closely intertwined?until recent years. In 1981, agricultural professionals, educators and policy makers noted…
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▼ Throughout the construction of the United States, agriculture and education have been closely intertwined?until recent years. In 1981, agricultural professionals, educators and policy makers noted the decline in standard agricultural curriculum and a need was established for accurate, realistic and representative materials of American agriculture for the classroom. This issue of agricultural literacy has become an imminent concern in today?s agricultural industry. With these rising concerns of agricultural literacy and the future of agriculture as a whole, this study was aimed at measuring and identifying elementary school educators? perceptions of the current agricultural literature that is available in their classrooms.
In order to assess the knowledge and perceptions of the agricultural-related literature in classrooms, a study of kindergarten through fourth grade teachers was performed. This study utilized a descriptive summated scale instrument. This study focused on elementary school teachers? perceptions of the available agricultural related literature in their classrooms. This study determined the educators? perceived accuracy of the literature as well as their perceived perceptions of the elementary school students? knowledge of modern day agriculture. The accuracies and inaccuracies of the literature, how the literature affects the students? knowledge of agriculture, and if the teachers perceive a need for agricultural literature in their classrooms were also identified through this descriptive survey. This paper explores these perceptions of agricultural-related literature as well as student knowledge of agriculture and makes recommendations for Agriculture in the Classroom programming.
Advisors/Committee Members: Rutherford, Tracy (advisor), Rayfield, John (committee member), Rackley, Robin (committee member).

► This study examined the relationship between administrators and parents at a high-performing elementary school in Virginia over the course of an academic year. The school…
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▼ This study examined the relationship between administrators and parents at a high-performing elementary school in Virginia over the course of an academic year. The school has a population of parents who expect and require a high level of communication. The reviewed literature considered the importance of parental support in schools, but also the zeitgeist of ?overparenting? and its influence on parents? perceptions of their rights. Pilot interviews with mothers revealed parents expected and often demanded to be consistently informed. Interviews with administrators revealed that parents? persistence could obstruct decisions made by administrators. Survey analysis revealed that academics, school safety, and ?best interest of students? were concerns for parents.
During a final meeting with administration, survey results were discussed, and the principal and assistant principal identified a possible action plan for each theme illustrated by the survey. The hope is that by identifying and then addressing these issues that trust and communication between parents and administrators will grow and there will be a stronger relationship between stakeholders.
Advisors/Committee Members: Rackley, Robin (advisor), Viruru, Radhika (advisor), Dixon, Quentin (committee member), Liew, Jeffrey (committee member).

Davis, S. L. (2015). A Qualitative Study of the Relationship between Parents and Administrators at an Elementary School in Virginia. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156202

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Davis, Sarah Lynne. “A Qualitative Study of the Relationship between Parents and Administrators at an Elementary School in Virginia.” 2015. Thesis, Texas A&M University. Accessed March 21, 2019.
http://hdl.handle.net/1969.1/156202.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Davis, Sarah Lynne. “A Qualitative Study of the Relationship between Parents and Administrators at an Elementary School in Virginia.” 2015. Web. 21 Mar 2019.

Vancouver:

Davis SL. A Qualitative Study of the Relationship between Parents and Administrators at an Elementary School in Virginia. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Mar 21].
Available from: http://hdl.handle.net/1969.1/156202.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Davis SL. A Qualitative Study of the Relationship between Parents and Administrators at an Elementary School in Virginia. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156202

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

3.
Ashmeade, Lisa Ann.
Study of the Impact of Certified Staff Perception of Digital Citizenship upon Teacher Professional Development.

► This record of study examines the relationship between certified staff personnel perception of digital citizenship and the impact upon professional development. Quantitative and qualitative data…
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▼ This record of study examines the relationship between certified staff personnel perception of digital citizenship and the impact upon professional development. Quantitative and qualitative data was used to examine responses to teacher familiarity with the concept of digital citizenship and status of teaching digital citizenship culminating with the analysis of how teachers help other teachers with digital citizenship
skills and lessons.
Using a coded and confidential survey of the participants resulted in minimal
familiarity in the term digital citizenship. After a series of short professional development sessions using materials developed by Common Sense Media, familiarity increased. An added result was the increase in participant view of self as a technology user and an increase in the use of technology in the participants? classrooms.
An interest in continuing professional learning was voiced by a small group of participants leading to a continuation of the study using a focus group. The group
continued to meet to collaborate on uses of technology in the classroom, digital citizenship lessons and observations of skills needed by students. School administration
further supported the study through the recognition of the participants? interest and need
for continued professional development.
Advisors/Committee Members: Rackley, Robin (advisor), Viruru, Radhika (advisor), Dooley, Larry (committee member), Kelly, Larry (committee member).

► This mixed-methods study investigated the impact of a multilayered approach to coaching that combined on-going coaching with a six hour staff development session. It examined…
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▼ This mixed-methods study investigated the impact of a multilayered approach to coaching that combined on-going coaching with a six hour staff development session. It examined the effects of coaching on the reading progress of students whose teachers received only staff development to teachers who received staff development and coaching. Reading progress was measured by 1st-3rd grade students? Benchmark Assessment System (BAS) scores and running records.
The qualitative component entailed an examination of teachers? running records as well as observations of guided reading lessons in both experimental and control groups to determine whether coaching teachers after staff development increased teachers? use of reading prompts as compared to teachers receiving staff development without coaching. Teacher surveys and interviews of the coach and campus principal were also conducted. A one-way analysis of covariance was used to determine the effects of coaching on students reading scores.
Results provided evidence to suggest that teachers better retain what is learned during training when they receive follow-up coaching cycles. This is based on the observed decline in the use of language in teacher running records associated with the training session when teachers did not receive follow up coaching support. In contrast, when teachers received follow up coaching cycles, language used in the workshop increased in three out of five teachers? running records.
Additionally, coaching significantly impacted student reading scores in reading when teachers experienced both professional development and coaching sessions with a focus on prompting as compared to teachers who experienced professional development with no follow up coaching sessions. The test was not significant for students identified as at-risk.
Advisors/Committee Members: Rackley, Robin (advisor), Rupley, William (advisor), Waxman, Hersh (committee member), Liew, Jeffrey (committee member).

Phillips, D. K. (2014). The Impact of a Multi-Layered Approach to Professional Development on Early Reading Aquisition. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158654

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Phillips, Debra K. “The Impact of a Multi-Layered Approach to Professional Development on Early Reading Aquisition.” 2014. Thesis, Texas A&M University. Accessed March 21, 2019.
http://hdl.handle.net/1969.1/158654.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Phillips, Debra K. “The Impact of a Multi-Layered Approach to Professional Development on Early Reading Aquisition.” 2014. Web. 21 Mar 2019.

Vancouver:

Phillips DK. The Impact of a Multi-Layered Approach to Professional Development on Early Reading Aquisition. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Mar 21].
Available from: http://hdl.handle.net/1969.1/158654.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Phillips DK. The Impact of a Multi-Layered Approach to Professional Development on Early Reading Aquisition. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/158654

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

5.
Johnston, Suzanne 1963-.
A Case Study of the Defense Support of Civil Authorities Program.

► The intent of this record of study is to examine the effectiveness of the Defense Support of Civil Authorities program through the theoretical lens of…
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▼ The intent of this record of study is to examine the effectiveness of the Defense Support of Civil Authorities program through the theoretical lens of adult learning. The study explores the program graduates? individual and organizational attempts to make sense of their new role of support of civil authority during a national crisis. Using a case study approach, selected aspects of the program were observed, reviewed, and analyzed. This approach included a series of interviews and a focus group discussion that allowed graduates to describe both their program experiences and the potential impact on their understanding of their roles during a national emergency. These experiences were then interpreted through the lens of adult learning theory. The findings suggest graduates must create a new definition of competence based upon their emerging role of supporting others in charge, rather than their previous notion of self-direction. The main conclusions drawn from this study provide preliminary evidence that suggests these adults must construct new meaning for themselves and for their organization in order to make coherent the complex arena of homeland security. Recommendations for further research include a focus on adult knowledge construction and the role of perceived individual and organizational contributions as a means of enhancing perceived adult competence.
Advisors/Committee Members: Kelly, Larry (advisor), Torres, Mario (advisor), Rackley, Robin (committee member), Smith, Dennie (committee member).

► The focus of this study was on the factors that play a role in preparing novice teachers for their first Admission Review and Dismissal (ARD)…
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▼ The focus of this study was on the factors that play a role in preparing novice teachers for their first Admission Review and Dismissal (ARD) committee meeting.
A mixed methods approach was used to answer the research question: Which resource plays a stronger role in the preparation of novice teachers for their first ARD meeting, previous college preparation courses, involvement in a mentoring program, or a Mock ARD Training Video specific to the district?s current expectations of an ARD meeting?
This study incorporated pre- and post-surveys and interviews with novice teachers in various departments and grade levels after participating in their first ARD committee meeting. Due to the small sample size available of novice special education teachers in the district in one school year (three in 2012-2013), this study involved both general education and special education novice teachers during the 2012-2013 school year.
Based on the findings of this study, recommendations were made to the district to address the identified areas of continued need as they apply to the ARD meeting process.
Advisors/Committee Members: Kelly, Larry (advisor), Torres, Mario (advisor), Smith, Dennie (committee member), Rackley, Robin (committee member).

Dyke, A. L. (2013). Preparing the Novice Teacher for the First ARD Meeting: The Role of the Module, Mentor and Multimedia. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151398

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dyke, April Lynette. “Preparing the Novice Teacher for the First ARD Meeting: The Role of the Module, Mentor and Multimedia.” 2013. Thesis, Texas A&M University. Accessed March 21, 2019.
http://hdl.handle.net/1969.1/151398.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dyke, April Lynette. “Preparing the Novice Teacher for the First ARD Meeting: The Role of the Module, Mentor and Multimedia.” 2013. Web. 21 Mar 2019.

Vancouver:

Dyke AL. Preparing the Novice Teacher for the First ARD Meeting: The Role of the Module, Mentor and Multimedia. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Mar 21].
Available from: http://hdl.handle.net/1969.1/151398.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dyke AL. Preparing the Novice Teacher for the First ARD Meeting: The Role of the Module, Mentor and Multimedia. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151398

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

► Data were collected from 32 teachers using mixed methods to investigate teachers? perceptions of online professional development (PD) offered through a school-community partnership. The partnership…
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▼ Data were collected from 32 teachers using mixed methods to investigate teachers? perceptions of online professional development (PD) offered through a school-community partnership. The partnership between multiple school districts nationwide and National Aeronautics and Space Administration (NASA) provided teachers with an online Science, Technology, Engineering and Mathematics (STEM) PD course called MicroGX. A thorough analyses of data from two surveys, observations, and documents were used to answer the primary questions: 1) What components of MicroGX are deemed effective from the teachers? perspective? 2) How does the effectiveness of MicroGX compare with other online PD from the teachers? perspective? The data from this study provide evidence that subjects perceive MicroGX as a positive experience with many effective components that are more effective than participation in other online PD.
Survey data show a majority of the subjects feel the MicroGX course was more of a positive than negative experience. All subjects would recommend this course to another teacher and overall, subjects were most satisfied with the interaction with others, resources, support, content, and content delivery. Ninety-seven percent of subjects were satisfied with the course. Ninety-four percent of subjects would participate in the course again and consider participating in more online PD offered by NASA. Seventy-one percent of subjects feel that MicroGX was more effective than other online PD in which they have participated. Effective components include content knowledge, student impact, resources, and support.
All subjects agree this experience has inspired them to bring NASA content into the classroom, influenced them to make changes to their teaching activities, do not disagree they can immediately apply what they learned from this experience to their teaching about STEM, and do not disagree they will be more effective in teaching STEM introduced in this experience. All subjects do not disagree that the resources will be effective in increasing their students? interest in STEM topics and that this experience provided ideas for encouraging student exploration, discussion and participation. Based on the finding of this study, recommendations were made to aid future development of online PD and assist K-12 leaders in selecting future PD for their teachers.
Advisors/Committee Members: Rupley, William (advisor), Rackley, Robin (advisor), Kelly, Larry J. (committee member), Schroeder, Carolyn (committee member).

► The focus of this research examined reading interventions for 6th grade language arts students. As the demands of state mandated testing increase, so too has…
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▼ The focus of this research examined reading interventions for 6th grade language arts students. As the demands of state mandated testing increase, so too has the call for reading interventions to become more effective throughout schools in order for students to reach proficiency standards. This Record of Study examines teacher-directed and computer-based interventions for students who have been identified as needing remedial assistance in reading. Using mixed methods, student performance was analyzed quantitatively on two different assessments and focus groups and interviews were conducted to gauge teacher and administrator perceptions of computer-based and teacher-directed interventions.
Results demonstrated students who participated in computer-based interventions performed better on standardized measures. The teacher focus group and interviews indicated a strong need to combine teacher-directed and computer-based interventions in order to track student progress and correct misconceptions in student thinking.
Advisors/Committee Members: Goldsby, Dianne (advisor), Loving, Cathleen (advisor), Smith, Dennie (committee member), Rackley, Robin (committee member).

► Project-based learning (PBL) is a constructivist approach to instruction in which students are challenged to address a problem without sufficient knowledge at the outset to…
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▼ Project-based learning (PBL) is a constructivist approach to instruction in which students are challenged to address a problem without sufficient knowledge at the outset to solve the problem. PBL models generally include a driving question, focus on real-world issues, require student inquiry and collaboration, allow for student choice, and result in the completion of a product. PBL could be considered a disruptive innovation within public education in the sense that it does not accord with existing social systems?beliefs, values, and shared commitments?that exist in most schools and it provides learners opportunities they do not otherwise have access to in school. The purpose of this record of study was to document how a group of teachers implemented a PBL instructional initiative, identify the extent to which teachers? beliefs aligned with their practices, and learn how the organization?s social systems impacted the implementation.
This record of study employed a case study approach that focused on four junior high school teachers who implemented a PBL instructional model in their classrooms. Data analysis found that the most frequently used practices were: students working in a planned cooperative structure; teachers interacting with small groups of students; students in small groups discussing facts, ideas, and solutions; and students using the Web for research. Second, teachers indicated that they believed their practices aligned with constructivist principles overall while observations indicated teachers? practices reflected low-intermediate agreement with constructivist principles. Finally, the data analysis revealed teachers considered the principal a central figure for driving the implementation of PBL, making power and authority the feature systemic motivation for implementation. The analysis also found that teachers found the school?s student-centered instructional mission to be an important influence, although it was mediated by their beliefs regarding the students? participation in the PBL environment.
Advisors/Committee Members: Stuessy, Carol (advisor), Viruru, Radhika (advisor), Rackley, Robin (committee member), Saavedra, Abelardo (committee member).

► Advances in instructional practices have not kept up with the changing educational needs of today?s learners. Ubiquitous technologies permeate students? lives and as such, the…
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▼ Advances in instructional practices have not kept up with the changing educational needs of today?s learners. Ubiquitous technologies permeate students? lives and as such, the traditional classroom is at odds with the needs of digital learners. This research used a case study approach to investigate teacher practices in the flipped classroom. The flipped classroom is a pedagogical model that utilizes technologies to move the lecture outside of the classroom, thereby freeing up class time to allow for practice, collaboration, and extension in a student-centered learning environment. The intent of this record of study was to examine veteran teachers? practices and perceptions when flipping their classes for the first time, and to try to determine the factors that contribute to effective implementation of the model. The findings suggest that teachers perceive that a student-centered learning environment, in which the focus is on learning as opposed to the delivery of instruction, resulted in an increase in student engagement and understanding. Recommendations for further research include examining the model across subject lines and investigating how teachers adjust their practices as they continue with the model in subsequent years.
Advisors/Committee Members: Li, Yeping (advisor), Torres, Mario (advisor), Smith, Dennie (committee member), Rackley, Robin (committee member).

Merrill, J. (2015). The Flipped Classroom: An Examination of Veteran Teachers? Practices When Flipping Their Classrooms for the First Time. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155313

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Merrill J. The Flipped Classroom: An Examination of Veteran Teachers? Practices When Flipping Their Classrooms for the First Time. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155313

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

► Effective transitioning of students between learning activities occurs when teachers establish routines and expectations of student movement and behavior wherein students stop one activity and…
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▼ Effective transitioning of students between learning activities occurs when teachers establish routines and expectations of student movement and behavior wherein students stop one activity and quickly and smoothly segue to the next activity. Effective student transitions increase learning time and provide daily practice of safe movement. At the time of this study, staff and students at the target school, an urban neighborhood, pre-kindergarten through sixth-grade charter school in Texas, had not adopted a campus-wide, all day, every day habit of safe movement and safety sensibilities. Effective student transitioning as a practical, teachable skill was presented to school staff during a day of professional development. Subsequently, staff members taught students incremental steps, and routinely practiced to establish effective transitions. Orderly student transitions were practiced while no crisis was at hand to increase automaticity and consistency of appropriate actions in the case of an actual emergency. The researcher observed teachers during transitions to determine further training needs and provided modeling and coaching to teachers as needed. The researcher analyzed pre- and post-observation data to determine the effectiveness of intervention. Using inductive analysis, the researcher categorized patterns observed in instances of effective and ineffective student transitions and delineated the basic steps of ideal performance expectations for appropriate student transitions. The researcher delineated teachers? and students? actions that produced appropriate transitions for various campus venues and activities and designed step-by-step descriptions of structured transition sequences.
Advisors/Committee Members: Goldsby, Dianne S. (advisor), Rackley, Robin (advisor), Nafukho, Fred (committee member), Viruru, Radhika (committee member).

► A teacher’s sense of efficacy is his or her willingness to implement pedagogical strategies to reach students at various levels of readiness. A professional learning…
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▼ A teacher’s sense of efficacy is his or her willingness to implement pedagogical strategies to reach students at various levels of readiness. A professional learning (PL) series occurs over an extended period of time with a lead facilitator and a cohort of teachers to learn pedagogical strategies to better meet students’ learning needs. At the time of this study, the researcher investigated teachers’ PL needs at the research site, a suburban public high school, grades nine through 12 in Missouri. The district’s PL plan focused on project based learning and Visible Learning. The researcher investigated district PL course offerings to find any gaps in course offerings in alignment to teachers’ requested PL needs. Results of these investigations spurred the researcher to develop a PL course focused on a tiered learning matrix (TLM) to support differentiated instruction via tiered learning targets. Learning targets are also known as learning intentions and should drive teacher instruction. The PL course was presented to faculty during a school PL day. Teacher feedback during this PL course was used to refine the TLM and help develop a PL series focused on tiered instruction. The PL series occurred over a 12-week period with a cohort of nine high school teachers from various content areas. The purpose of this mixed methods action research study was to explore the effectiveness of a PL series focused on tiered instruction to support teaching for various levels of student readiness. The researcher was the lead facilitator of the PL session. The researcher codified and categorized qualitative data via field notes, analytic memos, participant artifacts, and transcribed PL sessions and interviews. The data analyses for this study involved inductive process to thoroughly examine the themes and deductive processes over the 12-weeks to reach saturation. The researcher examined changes in teachers’ perceptions, pedagogy, and sense of efficacy as a result of their participation in the PL series focused on tiered instruction.
Advisors/Committee Members: Matthews, Sharon (advisor), Rackley, Robin (advisor), Hammer, Janet (committee member), Torres, Mario (committee member).

► The search for child care can be a daunting task for parents of young children, with a variety of choices available. To search during, or…
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▼ The search for child care can be a daunting task for parents of young children, with a variety of choices available. To search during, or shortly after, a move to a new community without an established network of support can be a frustrating experience. The stress and confusion of locating quality services that are adequate to the family’s needs and unique circumstances are high. Research shows that quality child care environments are linked to higher early language and cognitive and social development in young children. With an increasing number of parents working outside of the home, child care has become more necessary, even as school systems and preschool environments are becoming increasingly more diverse.
This study used a qualitative approach and in a town in southeastern Texas that attracts international faculty, staff, and students. A growing percentage of the students arrive as married spouses with young children in search of child care services while they teach, attend school, or conduct research. This research study examined the unique experiences that these parents face when arriving in the United States and searching for child care for their young charge(s) and how these experiences affected how they viewed the American child care system after, or as a result of, that search. The study compared specific mechanisms and experiences throughout the search process and subsequent location of child care services, as well as child care in their home countries. The intent was to understand how international families become familiar with available services, how they navigate the system, and their experiences as their child(ren) attend a program or programs in the community. This study examined whether cultural factors affected any aspect of their search, location, and experiences throughout the process.
The study included 10 mothers, whose experiences varied. It was concluded that, while most found the search process to be challenging and difficult, all located a suitable child care environment for their children. Suggestions for child care programs were presented.
Advisors/Committee Members: Carter, Norvella (advisor), Rackley, Robin (advisor), Viruru, Radhika (committee member), Gonzalez, Elsa (committee member).

Lee, K. L. (2017). The Experiences of International Families in U.S. Preschool Settings in a University Town in Southeastern Texas. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169568

Chicago Manual of Style (16th Edition):

Lee, Kisha Lashon. “The Experiences of International Families in U.S. Preschool Settings in a University Town in Southeastern Texas.” 2017. Doctoral Dissertation, Texas A&M University. Accessed March 21, 2019.
http://hdl.handle.net/1969.1/169568.

MLA Handbook (7th Edition):

Lee, Kisha Lashon. “The Experiences of International Families in U.S. Preschool Settings in a University Town in Southeastern Texas.” 2017. Web. 21 Mar 2019.

Vancouver:

Lee KL. The Experiences of International Families in U.S. Preschool Settings in a University Town in Southeastern Texas. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Mar 21].
Available from: http://hdl.handle.net/1969.1/169568.

Council of Science Editors:

Lee KL. The Experiences of International Families in U.S. Preschool Settings in a University Town in Southeastern Texas. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169568

► Determining whether or not a child completes the kindergarten academic year successfully is an important issue in education. This study examined kindergarten success by using…
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▼ Determining whether or not a child completes the kindergarten academic year
successfully is an important issue in education. This study examined kindergarten
success by using the Developmental Reading Assessment (DRA) and the kindergarten
Texas Primary Reading Inventory (TPRI).
This study looked at the DRA middle-of-year (MOY) and EOY assessments and
the TPRI beginning-of-year (BOY) and end-of-year (EOY) assessments to determine if
the student met mastery according to standards in Oak Independent School District
(ISD). For this study, the primary question’s independent variable was attendance in prekindergarten
in Oak ISD prior to attending kindergarten in Oak ISD. The secondary
question’s independent variable was the gender of the student, and the dependent
variables were DRA and TPRI results. A two-tailed t test was used for this study in order
to examine how the different variables related to each other. The data for this study came
from the 2013-2014 and 2014-2015 academic years’ DRA and TPRI assessments.
Findings from the study included the following: There was a statistical
significant increase in means for both the students who attended and who did not attend
pre-kindergarten in Oak ISD on both the DRA and TPRI assessments according to the
two-tailed t-test. The difference in means indicates that the scores for students who
attended pre-kindergarten in Oak ISD were higher on the TPRI and lower on the DRA
for the students who did not attend pre-kindergarten in Oak ISD. There was also a
statistical significant increase in means for both the male and female students who
attended pre-kindergarten in Oak ISD on both the DRA and TPRI assessments according
to the two-tailed t-test. The difference in means indicates that the scores of male students
who attended pre-kindergarten in Oak ISD was higher on both the TPRI and the DRA
than for the female students who also attended pre-kindergarten in Oak ISD.
Advisors/Committee Members: Burlbaw, Lynn M. (advisor), Rackley, Robin (committee member), Viruru, Radhika (committee member), Juntune, Joyce (committee member).

► This dissertation examines the construct of hope and its ability to be taught to pregnant and parenting adolescents as a strategy to improve academic achievement…
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▼ This dissertation examines the construct of hope and its ability to be taught to pregnant and parenting adolescents as a strategy to improve academic achievement and dissuade repeat adolescent pregnancy. A systemic review of the literature examined fourteen (n=14) empirical studies to ascertain if a relationship existed between achievement and the construct of hope. With 92% of the studies reporting a positive correlation between hope and achievement, one can answer yes to the question of an existing relationship between hope and achievement.
A manuscript is presented to summarize the development and implementation of a curriculum, designed to develop requisite skills among adolescent mothers to elevate their levels of hope. The Helping Optimize Planning Efforts (HOPE) curriculum presents specific methods for adolescent mothers to enhance skills related to goal setting, goal attainment and the use of positive self-talk as a mechanism for developing hope or increasing existing levels of hope. The study attempted to assess the ability of the HOPE curriculum to enhance the adolescent mother?s level of hope with the underlying assumption that increasing levels of hope might decrease the probability of a repeat adolescent pregnancy. Findings suggested there was a significant difference in the scores for the Dispositional Trait Hope Scale (DTHS) pre-test (M = 68.5, SD = 7.0) and the DTHS post-test scores (M = 73.2, SD = 5.61) (t(11) = 3.18, p = .009) indicating an increase in global hope. A significant difference was also found in between the State Hope Scale (SHS) pre-test scores (M = 39.0, SD = 4.84) and SHS post-test scores (M = 41.5, SD = 5.21) (t(11) = 4.19, p = .002) indicating an increase in the students point in time level of hope. The evaluation of the curriculum indicated that adolescent mothers can be taught to increase their levels of hope using the HOPE curriculum.
Data collected during the evaluation of the HOPE curriculum was further analyzed to identify the constructs that contribute to the building of hope in adolescent mothers. The data suggests that two distinct components, agency and pathway, contribute to increase the level of hope. Examination of the subscales within the DTHS, showed there was a significant difference between the pre-test agency (M = 25.42, SD = 5.81) and the post-test agency scores (M = 27.85, SD = 3.65) (t(11) = 2.83, p = .017). Also, among the DTHS pathway subscale, a significant difference was found between the scores on the pre-test (M = 25.08, SD = 3.58) and the post-test score (M = 26.67, SD = 2.35) (t(11) = 2.22, p = .048). These findings suggest that the increased level of hope on the DTHS for was a reflection of the improvements in components, agency and pathway. These findings suggests that adolescent mothers can be taught to be more hopeful when the components of agency and pathway are developed.
Advisors/Committee Members: Pruitt, Buster E. (advisor), Goodson, Patricia (committee member), McKyer, E. Lisako (committee member), Rackley, Robin (committee member).

► The purpose of this study was to investigate the relative effectiveness of positive interdependence and group processing on student achievement, interaction, and attitude in online…
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▼ The purpose of this study was to investigate the relative effectiveness of positive
interdependence and group processing on student achievement, interaction, and attitude
in online cooperative learning. All of the participants, 144 college students enrolled in
one of three different courses, received initial general instruction about teamwork skills
and cooperative learning at the start of the study. Participants were then randomly
assigned to one of three treatment groups: positive interdependence, group processing,
and no structure. The ?positive interdependence? groups received subsequent positive
interdependence skills training which were then utilized in their instructional activities.
The ?group processing? groups received subsequent group processing skills training for
use in their instructional activities. The ?no structure? groups received no additional
instructional treatment beyond the initial basic teamwork and cooperative learning
training. Results indicated that there were significant differences among students in the
?positive interdependence,? ?group processing,? and ?no structure? groups with respect
to their achievement scores and interactions. Participants in the ?positive
interdependence? groups had significantly higher achievement than participants in either
the ?group processing? groups or the ?no structure? groups. In addition, participants in
the ?positive interdependence? groups and the ?group processing? groups interacted with
each other to a greater extent than those in the ?no structure? groups. This study also
examined the relative effectiveness of positive interdependence and group processing on
types of student interaction. The results indicated that ?positive interdependence?
strategies were relatively more effective than ?group processing? strategies on ?sharing
and comparing of information? interactions, whereas ?group processing? strategies were
relatively more effective than ?positive interdependence? strategies on ?negotiation of
meaning and co-construction of knowledge? interactions. Regarding student attitude
towards the experiences of cooperative learning: participation, communication resources,
and online activities, there was no significant difference among any of the three groups.
The overall results of this study suggest that instructors would be advised to incorporate
positive interdependence strategies in their online courses to help students perceive that
they should actively contribute to their online group activities. In addition, instructors
are recommended to inform groups of the individual progress of each member?s
activities periodically by employing group processing strategies.
Advisors/Committee Members: Zellner, Ronald D. (advisor), Ash, Michael J. (committee member), Rackley, Robin A. (committee member), Willson, Victor L. (committee member).

► The following autoethnographic study highlights the perceptions of a Southern, White male teacher, at times experiencing bouts of depression and anxiety, in the predominantly White…
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▼ The following autoethnographic study highlights the perceptions of a Southern, White male teacher, at times experiencing bouts of depression and anxiety, in the predominantly White rural high school community he both lives and works. The researcher- teacher utilizes critical reflection, self-imposed transportation theory, and arts-based research to unravel these perceptions and to enhance his autobiographical findings.
The intent of this research was to uncover one predominantly White Southern High School community?s actions and thoughts through the eyes of someone not born and established in the community. Another intent was to give a White male further perspectives into his biography, his attitudes of racism, prejudice, and inequality, and further understanding into the underlying causes of depression that bound his experiences in one place.
The findings exposed and confirmed hegemonic control of the predominantly White rural high school community and attitudes towards new residents without established ties to the community. It also revealed evidence of isolated acts of racism and inequities within the rural high school community. Furthermore, the study revealed that critical reflection and self-imposed transportation theory, while at times dangerous for the teacher-researcher experiencing depression or anxiety, none-the-less, is effective for unleashing possible ties that bind both depression and anxiety to original perceptions made within the community.
Advisors/Committee Members: Slattery, Jr., George P (advisor), Lewis, Chance W (advisor), Rackley, Robin (committee member), Webb-Hasan, Gwendolyn (committee member).

► China?s principal concern for ensuring educational quality has generated an emphasis on teacher professional development efforts – using the most effective ways to transform its…
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▼ China?s principal concern for ensuring educational quality has generated an emphasis on teacher professional development efforts – using the most effective ways to transform its teachers from novices to experts. Changes made in Shanghai, the pioneer and model of Chinese education reforms, have far-reaching effects throughout the entire country.
Through naturalistic inquiry, this qualitative study explores the meaning of teaching expertise and the process by which ten early childhood teachers in Shanghai evolved from novices to experts. Guiding research questions were as follows: How do 10 early childhood teachers conceptualize expert teaching? How do they describe their process of transforming from a novice to an expert teacher? What are the personal and supportive resources that they attribute to their professional development from novice to expert teachers? Narrative analysis on data yielded six consistent and interrelated themes (recognizing self, conceptualizing expert teacher and teaching expertise, attributing professional growth, acquiring expertise, advising other teachers and additional influences from family and life events) with each evoking a central phenomenon: professional engagement. This multi-dimensional concept is critical to teachers? growth as vigorous, dedicated and fulfilled experts.
The 10 teachers, themselves identified as experts, submitted a description of excellent practitioners who love, understand and interact well with children; who have systematic and dynamic knowledge of distinct domains associated with various age-groups; and who are critical thinkers and diligent learners with a strong sense of ethics. Teacher expertise increases gradually with every step of their careers. This study found distinctive career trajectories for expert teachers – eight key steps with three role transitions and basic strategies. Novice teachers? careers might start or suffer from low points, but, sustained by professional engagement, they can develop personal and supportive resources to advance further.
Findings on how these Shanghai expert teachers developed and crafted their teaching skills have many implications for China?s teacher preparation programs at district, regional and national levels. Since China is a member of the global educational community, research findings also have potential for international relevance as well. Application beyond China must acknowledge the cultural and social context of these Shanghai teachers? professional development to expert teachers.
Advisors/Committee Members: Larke, Patricia (advisor), Goodson, Patricia (committee member), Rackley, Robin (committee member), Stough, Laura (committee member).

► The purpose of this study was to examine the effects of parent or caregiver shared-reading interventions on Hispanic prekindergarten students? language and literacy scores. In…
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▼ The purpose of this study was to examine the effects of parent or caregiver shared-reading interventions on Hispanic prekindergarten students? language and literacy scores. In addition, this study investigated the effects of shared reading interventions on Spanish-speaking parents? home literacy behaviors with their children. Teacher perceptions regarding the effectiveness of the intervention were also examined. The present mixed-methods study was similar to research conducted by Jim?nez, Fillipini, & Gerber (2006) and Whitehurst, Falco, Lonigan, Fischel, DeBaryshe, Valdez-
Manchaca, & Caulfield (1988) in that shared reading strategies were conducted with parents or caregivers and their children. Differing from previous research, the current study utilized an experimental pretest-posttest control group design, sessions were conducted over a 20-week period, students? language and literacy scores were examined in both English and Spanish, and Hispanic preschool children and their parents or caregivers served as participants.
Statistically significant results were found in students? oral language scores in English and Spanish. The treatment group scored higher in both languages. Statistically significant results were also found in several aspects of parent or caregiver home literacy behaviors. Parents or caregivers in the treatment group reported reading more to their children in both English and Spanish. The treatment group also reported reading with greater frequency and for greater periods of time with their children. Additionally, children in the treatment group asked to be read to more often and possessed a greater enjoyment for being read to during sessions. Finally, parents or caregivers in the treatment group indicated that they held a greater enjoyment for reading, at the end of the intervention. Teachers in the study perceived the program to be a success and attributed positive changes within the parents or caregivers and children to the intervention.
Advisors/Committee Members: Waxman, Hersh (advisor), Padron, Yolanda (committee member), Rackley, Robin (committee member), Smith, Dennie (committee member).

► The purpose of the study was to observe pre-kindergarten through second-grade public school classrooms, specifically noting child-centered and teacher-directed pedagogical approaches, by simultaneously examining: student…
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▼ The purpose of the study was to observe pre-kindergarten through second-grade
public school classrooms, specifically noting child-centered and teacher-directed
pedagogical approaches, by simultaneously examining: student behavior and activity
structure, teacher instructional orientation and rationale, and overall classroom
environment. The quantitative study built upon the work of Pianta, examining classroom
instruction and its effect on student engagement and educational quality; however,
unlike previous studies, researchers in the current study observed the nature of activity
structure and various student demographic variables. Additionally, dissimilar to prior
classroom observation studies, which typically included an overwhelming percentage of
White students, Hispanic and African American students comprised a large percentage
of the sample. And because policy-makers have called for more research-based
information on classroom instruction in the early childhood setting, an additional contribution is the use of systematic observation and analysis of young learners?
experiences within their classrooms.
The multi-faceted approach to classroom observation yielded one critical result:
Little to no variation existed in the activities in which young children were engaged in
their classrooms, nor in the instructional practices utilized by their early childhood
teachers. Accordingly, the study revealed few differences in student behavior and
teacher practices by student sex, student ethnicity, grade-level, English language
proficiency, and/or economic status. Instruction in these classrooms was almost entirely
standardized; however, three statistically significant findings showed that: (a) students
taught by teachers rated as having a higher developmentally appropriate instructional
practices (DAIP) score were more likely to be on-task and less likely to be off-task; (b)
students taught by teachers with a higher DAIP score were significantly more likely to
be working kinesthetically, answering teacher-posed questions, and freely exploring; and
(c) students taught by teachers with a lower DAIP score were significantly more likely to
be distracted and/or not engaging in activity. Study findings were significant, as, despite
research showing the unfavorable effects that highly teacher-centered, scripted
classrooms have on young students? engagement and subsequent learning outcomes,
students continue to be taught in the same way?one in which reaching a designated test
score appears to be the singular, ultimate objective.
Advisors/Committee Members: Waxman, Hersh (advisor), Collins, Tracy (committee member), Padr?n, Yolanda (committee member), Rackley, Robin (committee member).

► Schools are facing an increasing pressure to deal effectively with students' problem behaviors in the school environment. Research suggests that Behavior Monitoring Programs (BMPs) are…
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▼ Schools are facing an increasing pressure to deal effectively with students' problem behaviors in the school environment. Research suggests that Behavior Monitoring Programs (BMPs) are effective and efficient secondary interventions to use in remedying problem behavior in the classroom and are acceptable to teachers, parents, and students. Most of the research on BMPs has been conducted at the elementary school level. The current study investigated the effectiveness of a BMP within a school-wide system of Positive Behavior Support (PBS) with three suburban high school students.
Problem behaviors for each student were targeted based upon previous office discipline referral data (ODR) and teacher comments, and three behavioral goals were made for students based upon these findings, along with teacher input. Effectiveness of the intervention was measured by the increase in teacher's behavioral ratings on the Daily Behavior Report Card (DBRC). Furthermore, teachers, parents and students rated the intervention's effectiveness via a five-item intervention acceptability questionnaire.
Results of the study suggest that the BMP intervention is both effective and acceptable for use with secondary students. All students experienced an increase in behavioral ratings on the DBRC during intervention. Across all students and all behaviors, the intervention resulted in an overall mean improvement of 63% in problem behaviors in the classroom. Average effect sizes were large while probability levels were low. Furthermore, all teachers, parents, and students rated the intervention as being acceptable. The average rating that all parents gave for all five items (on a 6 point scale with higher numbers indicating greater acceptability) was 5.2, while the average for students was 4.3. The student's teachers together rated all five items as 4.8.
Advisors/Committee Members: Burke, Mack (advisor), Rackley, Robin (committee member), Vannest, Kimberly (committee member).

White, J. R. (2011). Effectiveness and Acceptability of a Behavior Monitoring Program for Secondary Students At-risk for Emotional and Behavioral Disorders. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7525

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

White, Jillian R. “Effectiveness and Acceptability of a Behavior Monitoring Program for Secondary Students At-risk for Emotional and Behavioral Disorders.” 2011. Thesis, Texas A&M University. Accessed March 21, 2019.
http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7525.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

White, Jillian R. “Effectiveness and Acceptability of a Behavior Monitoring Program for Secondary Students At-risk for Emotional and Behavioral Disorders.” 2011. Web. 21 Mar 2019.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

White JR. Effectiveness and Acceptability of a Behavior Monitoring Program for Secondary Students At-risk for Emotional and Behavioral Disorders. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7525

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

► The purpose of this study was to investigate the effectiveness of two different concept mapping methods - learner-generated and expert-generated concept mapping - in computer-based…
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▼ The purpose of this study was to investigate the effectiveness of two different concept mapping methods - learner-generated and expert-generated concept mapping - in computer-based video learning. The students? attitudes toward the use of the concept mapping and computer-based instruction in general were also investigated. The study was performed using the entire enrollment of the junior level undergraduate course (n = 65) Developmental Psychology for Educators (EPSY-320) class, the spring semester of 2010 at Texas A & MUniversity. Using experimental research design, the relationship between student achievements and learning tools was observed. The convenience sampling method was used to assign the students randomly to two treatment groups. The study built on previous research findings on the instructional use of video and concept mapping. It focused on the relative influence of expert-generated versus learner-generated concept maps on student achievement during computer-based video instruction.
Results indicated that there were no significant differences among achievements of students who used either learner-generated concept maps or expert-generated concept maps in the study. However, the expert-generated concept mapping group spent significantly less time than the learner-generated concept mapping group interacting with the instructional tool. The findings revealed that concept map scores mediated the relationships between the numbers of clicks on the video player control, time spent creating concept maps, and time spent on all interaction and student achievement. Although the variables - the number of clicks on the video player control, time spent creating concept maps, and time spent on all interactions - did not have a direct effect on student achievement, they affected the concept map scores, which in turn affected student achievement. The three variables - perceived usefulness, ease of use, and attitude toward use - were used to define the attitude of the students toward the instructional tool. The results showed that the attitude of the expert-generated group toward the instructional tool was significantly higher than the learner-generated group. Also, on average, the expert-generated concept mapping group expressed neutral feelings on using the instructional tool to improve their learning performance. Alternatively, the learner-generated group did not appreciate the value of this tool. Both groups reported neutral views about the ease of use of the instructional tool.
In conclusion, concept mapping might enhance cognitive learning after the basic skills are acquired and the learners become competent concept mappers. During the creation of concept maps, cognitive load might hinder student learning; therefore, students must be well trained before starting to use the learning tool. Moreover, concept map scores might be used as student grades in video-based learning.
Advisors/Committee Members: Zellner, Ronald D. (advisor), Ash, Michael J. (committee member), Rackley, Robin A. (committee member), Willson, Victor L. (committee member).

► This dissertation describes the results of two studies that examined preservice and inservice teachers' knowledge of social and emotional learning (SEL) and its impact on…
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▼ This dissertation describes the results of two studies that examined preservice and inservice teachers' knowledge of social and emotional learning (SEL) and its impact on academic achievement. Components of SEL, such as self-efficacy and self-regulation, play an important role in academic attainment and can be especially beneficial to young readers. One hundred and seventy inservice and 155 preservice teachers completed surveys that measured their overall knowledge of SEL concepts and perceptions regarding their preparedness for teaching SEL, its importance, and implementation.
The descriptive results indicated both inservice and preservice teachers had some underlying knowledge regarding SEL, but performed poorly in identifying definitions of fundamental SEL terms. The large majority of preservice and inservice teachers felt SEL was important to academic achievement, but seemed conflicted about the role of SEL in classroom instruction. Responses from inservice and preservice teachers indicate they may feel underprepared for teaching SEL in their classrooms. Multiple regression analyses revealed preservice teachers' responses to items on the perceptions scales predicted overall knowledge scores. Analysis of Variance results indicated there were no differences by demographic variables on overall teacher knowledge scores and responses to perceptions scales.
The results are consistent with previous findings on teachers' perceptions of SEL's importance. Implications for teacher preparation programs and classroom instruction are discussed along with directions for future research.
Advisors/Committee Members: McTigue, Erin M. (committee member), Waxman, Hersh (committee member), Liew, Jeffrey (committee member), Rackley, Robin (committee member).